A Cross-Media Presence Questionnaire: The ITC-Sense of Presence Inventory
Presence: Teleoperators and Virtual Environments
Automatic prediction of frustration
International Journal of Human-Computer Studies
What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
The Design and Analysis of a Real-Time, Continuous Arousal Monitor
BSN '09 Proceedings of the 2009 Sixth International Workshop on Wearable and Implantable Body Sensor Networks
Affect-aware tutors: recognising and responding to student affect
International Journal of Learning Technology
ICIS '10 Proceedings of the 2010 IEEE/ACIS 9th International Conference on Computer and Information Science
ACII'11 Proceedings of the 4th international conference on Affective computing and intelligent interaction - Volume Part I
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The potential of Intelligent Tutoring Systems (ITSs) to influence learning may be greatly enhanced by the tutor's ability to accurately assess the student's state in real-time and then use this state as a basis to provide timely feedback or alter the instructional content. In order to maximize the ITS' potential to influence learning, the physiological state of students needs to be captured and assessed. Electrocardiogram (ECG) and Galvanic Skin Response (GSR) data has been shown to be correlated to physiological state data, but the development of real-time processing and analysis of this data in an educational context has been limited. This article describes an experiment where nineteen participants interacted with the Cultural Meeting Trainer (CMT), a web-based cultural negotiation trainer. Metrics of mean, standard deviation, and signal energy were collected from the GSR datastream while instantaneous and average heart rate were collected from the ECG datastream using a windowing technique around important interactions. Our analysis assesses these measures across three interaction scenarios. The findings of this experiment influence the appropriateness of instructional intervention, and drive the development of real-time assessment for education.